Your Governing Body Needs You

Ever thought of joining the SAS (Reserve)? Yes? No? If that's a 'no' there's nothing to be ashamed of. Neither have I. Not seriously for more than half a millisecond anyway. But if being dropped behind enemy lines and the like seems too demanding a sideline, perhaps you might consider something a little less dangerous? I may have just the thing for you. Let's cut to the chase. Fancy being a school governor? 

Currently we have three vacancies, for one Parent and two Partnership positions. Parents may nominate themselves. If there is more than one candidate there will be an election. Parents of Matravers students will choose who gets the post. Partnership applications will be considered by senior governors to ascertain which two candidates' skill sets best compliment the existing team. 

We would especially welcome applicants with a background relevant to the school’s PSHE curriculum, school finance or business planning. Some experience of governance would be nice, but training will be given. 

Tempted? Before you apply consider how well you match up against the check-list below. 

Matravers Governors...

1) Have an active dislike of quiet Tuesday evenings in and are happy to devote many a term-time Tuesday to governance.

2) Are not content with surrendering their Tuesday evenings. They occasionally give up additional time to attend training sessions in places like Devizes. No kidding. 

3) Are willing to visit the school and sit in on lessons, even though they have well exceeded the statutory school leaving age.  

4)  Are determined to master the strange and exotic langue that is educationalese with its mystifying jargon and baffling acronyms. 

5) Find analysis of school performance data strangely fascinating.

6) Think that Governing Matters magazine makes for utterly compelling reading.

7) Nod approvingly and in a very meaningful way every time someone says, "We have to be a 'critical friend' to the school". 

8) Find the idea of being paid for any of this stuff vaguely demeaning. 

9) Believe that the Governing Body can help ensure that every student fulfils their educational potential.  

10) Get involved because they want to make a difference in their community's local secondary school. 

So, how did you do? Reckon you're up for it? Get in touch with the school to find out more about the role of governors and how to apply, here. 

Who dares wins. 

The Three Musketeers of Education

Demothsenes
(Not one of the Three Musketeers) 

Tony Blair (remember him?) told delegates at the 1996 Labour Party Conference, "Ask me my three main priorities for government, and I tell you: education, education, education." I'm not going to offer my opinion on the success or otherwise of Labour's education policy when in government.  What I'm interested in for now is his rhetorical device, "education, education, education". 

This is more guesswork than scholarly source criticism, but I reckon that Blair was borrowing from Demosthenes. "Who's he when he's at home?" I hear you ask. Well, Demothsenes was one of the mightiest orators of ancient Greece. One day a pupil of his asked the great man, "What are the first three principles of oratory?" He replied, no doubt with an appropriately dramatic gesticulation, "Action, action, action." See the resemblance? 

The old Greek rhetoricians believed that persuasive and compelling oratory had three essential components: Athos, Porthos and Aramis. No, that's the Three Musketeers. What I meant was, logos, ethos and pathos. I believe that a successful school will also incorporate those basic elements. Let me explain:

Logos

'Logos' is Greek for 'word'. In rhetorical terms this refers to the matter of the speech and the reasoned arguments used by a speaker to win over an audience to his point of view. When applied to a school 'logos' means the subjects that are taught; arts, maths, sciences, languages, history, geography and so on. This is the essential stuff of education; conveying information and enabling students to understand what they are learning. The school sets challenging goals for student achievement and attainment in the subjects they study. We want our students to leave Matravers with the best possible exam results and/or vocational qualifications. That way their education will open doors of opportunity for further study, training, or the world of work. Ethos and pathos without logos are little better than well meaning sentiment. But if all we offer is the ‘logos’ of education, then we are failing our students. We want Matravers to be an academically successful school, but that's not all. We must not lose sight of:

Ethos

In ancient rhetoric this meant that the speaker’s background or character contributed to the persuasiveness of his speech. A convicted con man might be able to deliver an eloquent speech on business ethics, but who would listen to him? A man who has never left the comforts of life in the UK might be able to give a snazzy PowerPoint presentation on the value of overseas aid. But you would find the words of someone who has devoted their lives to helping the poor in Africa much more meaningful and persuasive.

And so it is with a school. We need to get the ethos right. Education is an exercise in character formation. We don't simply want to stuff our student's heads with knowledge. We want to help them to become rounded individuals with a strong sense of moral purpose. That's why the school challenges poor behaviour and demand that students treat staff and each other with respect. More positively, we encourage students to look out for one another and get involved in organising events for good causes. Ethos means endeavouring to inculcate in our students the virtues of hard work, consideration for others, honesty and integrity that will enable them to become valuable members of the community and good citizens. 

Pathos

Rhetoricians wanted to do more than change people's minds. They aimed at winning their audience's hearts. Closely reasoned arguments and good character will only get you so far. The orators also appealed to the emotions by speaking with feeling, relating affecting anecdotes and deploying vivid poetic language. A school also needs to have a big heart, offering a supportive environment where students feel safe and cared for. This, however doesn't mean an "Aw bless!" attitude that is indulgent and lacks challenge. A good parent will care enough to demand that their children behave well and will encourage them to fulfil their potential through creative inspiration, self-discipline and hard work. So will a decent school. 

In the words of W. B. Yeats, "Education is not the filling of a bucket, but the lighting of a fire." It is for that reason that the governing body is dedicated to ensuring that Matravers offers students an education that has logos, ethos and pathos. That is what lies behind our drive to become an Outstanding school. 

The parental perspective on governance

If anything is bound to induce me into an advanced state of hiraeth (Welsh for homesickness, with a slice of added misery thrown in for good measure), it's the old film How Green Was My Valley? There are some problems with the movie. For starters, the scriptwriters didn't quite get the dialogue right. South Walians don't in fact end virtually every sentence with the words, 'is it?' But the film's depiction of Wales as a land of coal-black miners, close harmony singing, pit disasters and Chapels is calculated to pull on my heart strings. 

Maybe it says something about my own less than happy school days, but one of my favourite moments in the movie is when  Dia Bando, the local pugilist teaches the sadistic School Master, Mr Jonas a thing or two. Reflecting on that scene now I'm thinking that if only the governors had ensured that the school's discipline policy was being implemented properly, a tricky situation might have been avoided. Funny how your role in life alters your perspective on things. One perspective that is especially important to the Governing Body is that of parents, which is why the school conducts parental surveys and has a number of Parent Governors. 

Governors rightly focus on providing the school with strategic leadership and accountability. We familiarise ourselves with the strengths and weaknesses of the school by scrutinising performance data and challenging senior leaders to take steps to overcome barriers to school improvement. We pay attention to stuff like Sats scores, levels of pupil progress, closing the achievement gap, exam results, league tables, quality of teaching ratings, behaviour, attendance, buildings and finance, all the while trying to keep up with the latest government wheezes initiatives. 

The pupil data we crunch is carefully anonymised, as governors aren't entitled to know how individual students are doing. We chart the progress of cohorts, Special Interest Groups, year groups, faculties, departments and subjects. All well and good. That's our job. But operating at that level it is sometimes difficult to remember that what we're talking about is real children with their own problems and challenges, hopes and aspirations. 

That's why the point of view of Parent Governors and Governors who are parents is so vital. They help to keep it real. Of course parents serving on the Governing Body don't get involved simply for the sake of their own children. That would turn our meetings into glorified Parents' Evenings. Governors whether parents or otherwise need to keep the big strategic picture in mind and get to grips with the finer points of school performance data. But in the end all that we do should help ensure that individual students fulfil their educational potential.

Earlier this week I visited the school not as a blue lanyard-wearing Chair of Govs for some high powered meeting, but as a dad for our daughter's Parents' Evening. The experience brought home to me afresh that beyond statistics and targets being a governor is about making sure that your child and mine gets the very best out of their time at Matravers. As a character from How Green Was My Valley? might say, 'That's the parental perspective for you, now, is it?'

Thankfully Dai Bando was nowhere to be seen. Neither was Mr Jonas. 

Money can't buy you Govs

School governors don't always get a good press. Ofsted head honcho Sir Michael Wilshaw recently complained, "In the worst cases, governors can be rather like the jury that was dismissed from a high-profile trial the other week: ill-informed and not able to make good decisions." Nice. Thanks for that, Sir Michael. The Chief Inspector of Schools floated the idea that paying governors might be one way of raising standards of school governance, a suggestion rejected by the National Governors' Association.

Professionalising governance may be more of a hindrance than a help. The fact that governors have nothing to lose financially and career-wise can give them the courage they need to hold senior leaders to account. Currently they don't have to worry that rocking the boat might deprive them of a nice little earner. 

But amateur doesn't have to mean amateurish. Most governors volunteer for the role to try and make a difference in the life of their local school and take governance seriously  Some have a background in education, others, like me, do not. When the latter is the case, newly appointed governors will find themselves on a steep learning curve. They'll sometimes feel that they are drowning in an Alphabetti Sphagetti of acronyms; CPD, ECM, TLR, SLT, BANG. I made the last one up. It means 'Baffled by Acronyms New Governor'. But as you get stuck in things slowly begin to make sense. Attending training courses helps to further clarify matters. 

Being a governor is a challenging and rewarding task. Hands-on governance takes time and won't make you any richer, but there are rewards that can't be measured in pounds, shillings and pence. Playing a part in helping to create a school where every student matters and all are able to achieve their full educational potential is one of them. 

Have a great half term break!

The Perfect (Ofsted) School Governor by Tim Bartlett

Independent Thinking Press, 2013, Print Length, 217pp, Kindle e-book

No, I'm not commending my authorised biography. Hardly. Rather, this book is meant to tell us how to become a Perfect (Ofsted) School Governor. At least that's the idea. I suppose there's no harm in aiming high, but Perfect? Even Ofsted are only after Outstanding at best. Enough quibbling about the title, though. Perfection in governance might be asking a bit much, but following the advice contained in this book will certainly help governing bodies to do their job more effectively.

The book has six chapters:

1. Strategic leadership and how governors provide it
2. Good governance: the importance of self-evaluation and effective policies
3. Governor visits to the school
4. Holding the head teacher and the leadership team to account
5. Oftsed: inspections and governors
6. Appointing a new head teacher

And no less than eleven appendices. I'm not going to list them here. You can check out the book's 'Click to LOOK INSIDE' thing on Amazon if you're interested.

I wish I had read this book when I was first thinking about becoming a governor, or at least when I had just joined the governing body. It would have helped me to hit the ground running. Well, at least walking purposefully rather than wandering around looking a bit bewildered. The book explains the essentials of governance and suggests ways in which things can be done better for the good of the school.

As a new governor I often found it hard to see the wood for the trees. I suddenly found myself in an educational forest that was so densely populated with jargon-laden information that it was difficult to get a sense of perspective. To that end the book includes some useful jargon and acronym busting. Key concepts such as strategic leadership and accountability simply defined. Illustrations are given of how they work out in practice. You won't find all that you'll need to know here, but this systematic overview will bring a welcome clarity to the thinking of the most befuddled new gov.

There are lots of handy tips here on improving governance that I plan to try out on our Governing Body over the coming months. We especially need to do some work on self-evaluation, seeking feedback from governors on the usefulness or otherwise of our various meetings.

Not that I'll be implementing all of the author's suggestions. Having our longsuffering Clerk read out her minutes for governors' approval at the end of every agenda item would slow the pace of meetings unnecessary. Yes, the Chair may sometimes wish to check that a precisely worded statement has been accurately minuted. But usually the gist of what was said is sufficient and the record can be approved at the next meeting.

I'd certainly urge that all wannabe and newbie governors have a read of this book. Battle scarred veterans of many a Full Governing Body meeting might learn a thing or two as well. In addition, it wouldn't hurt for the Senior and Middle Leaders who attend our sessions so we can subject them to Paxmanesque interrogation to give the book a once over so they can familiarise themselves with the principles and processes of school governance.

To return to the book's somewhat misleading title, I doubt whether our or anyone else's governing body will ever achieve an idealised state of Platonic perfection, but that doesn't mean that we can't improve our practice. Governors expect the school they serve to be constantly making progress. As agents of reform, governing bodies need to be perpetually reforming themselves. Perfect? Never. Better? Absolutely. But then, had the title been, The Better (Oftsted) Governor, it probably wouldn't have caught my attention when browsing for something governory to read on Amazon.

A hardback edition is available for any without a newfangled e-reader device (see here).

Highly recommended.

So, what’s a Guv’nor then, mister?

Two episodes.

Episode One. I was sitting in on a RE lesson. Before the teacher got started a student asked what I was doing in the class. ‘I’m a governor.’ I replied. ‘What’s one of those?’ asked the child. Well, I’d only just become a governor and didn’t quite know how to explain to a Year 8 pupil exactly what it meant to be a member of the school’s governing body. I mumbled something about us appointing the Head Teacher and making sure that things get better in the school and that was about it. The student didn’t look entirely satisfied. I tried.

Episode Two. Mr. Ofsted was in the building. I, together with other governors had to meet him. Scary. Wearing a suit, shirt and tie and with my governor’s ‘blue lanyard of power’ around my neck I strode purposefully down the corridor. A small child approached me. Year 7, I guess. He looked up at me with big pleading eyes, a bit like Puss in Boots from the Shrek films. ‘Please sir’ he said, proffering what looked like a tin full of cookery ingredients, ‘do you know where I should put this?’ Maybe I had the look of someone who might. But I didn’t and told him that I was a governor, not a teacher and directed him to a nearby member of staff. The poor lad looked crestfallen and rather confused, as if to say, ‘What’s the point in those governors if they don’t even know where I should put my cookery things?’

Epilogue. With Mr. Oftsed waiting I didn’t have time to explain that where the cookery stuff goes is an operational matter and the job of governors is to provide the school with strategic leadership. If you like, the governing body punches the coordinates into the educational SatNav, setting the overall direction of the school. Then the head and senior leaders collectively get behind the wheel, put their foot on the gas and make sure we get there. Along the way Governors hold leaders to account to ensure that the school isn’t going off track. That, in essence is what we do. Kind of. In case you were wondering. 

Open Evening Coffee Morning

Thursday was the school's Open Evening. I'd attended a couple of these as a parent some years ago and was quietly impressed by what I saw, but I can't remember much about them save an exploding Jelly Baby trick involving a test tube, Bunsen Burner and said item of confectionery. 'Well' I thought, 'if they can nuke a Jelly Baby, that's the school for our kids.' And so it was. 

If you attended Thursday's event and were brave enough to venture near the science labs, you may well have witnessed the feat for yourself, as it's still a favourite with prospective parents and children. But that's not all you will have seen. The hall was packed with punters who experienced some great live music from our students. Our new head, Dr. Riding gave a talk, setting out his vision for the school.  

I did my bit too. Not wanting to single-handedly destroy our reputation for artistic excellence I decided against a song and dance act and said a few words on behalf of the governing body instead. Short and sweet. Well, short anyway, 

Our purpose as a governing body is to ensure that Matravers becomes a School in which every child fulfils their potential.

We aim offer students an education that will stretch them academically so that they achieve the best possible exam results. Year-on-year our results have continued to improve. We will set ambitious targets for next year’s GCSEs and A-Level grades.

As a thriving arts school we seek to unlock our pupil’s creative talents and encourage their self-expression.

We maintain a strong and caring pastoral ethos where every child matters, not matter what educational challenges they may face.

Matravers offers a full, enriching and rounded curriculum in a safe and inclusive environment. We want our students to be academically successful, but that’s not all. We also want to help form them into mature and responsible members of society, with a strong sense of moral purpose.

Our driving ambition is to ensure that coming to Matravers will not place limits on students’ life-choices, but open them up. Speaking as a parent as well as Chair of Governors, I know that’s why we sent our children here.

I hope that the open evening experience helped prospective parents and children to see that Matravers is the school for students aged 11-18 in our community. 

And then it was back to school for Friday's Coffee Morning in aid of Dorothy House. The event was organised by Sixth Formers, with hot drinks and tasty cake in plentiful supply. Once more, school musicians did us proud, providing an eclectic soundtrack for visitors and staff. 

Somewhat embarrassingly I received a telephone call on returning home, telling me that I (or the wife, more precisely) had won a rather fetching red Pashmina scarf. If a governors team also wins the quiz competition, people will think that there has been a fix. We were tempted to use our smartphones to Google for one or two of the answers, but resisted, as cheating in a 'test' would not have been be a very good example for governors to set. Conscience makes cowards of us all. 

Around £275 was raised by the Coffee Morning for a very good cause, so thanks to our brilliant staff and students for all their hard work and to everybody who came along for their support and generosity. 

A week in the Chair

No, that doesn't mean I've been doing nothing but sit around for seven days on the trot. I've been up and about occasionally. Honest. But this has been my first full week as Chair of Governors. 

As this is the beginning of a new school year there has been lots to do, including fine tuning the Terms of Reference of our various committees and thinking about the goals and objectives of the governing body for the coming academic year. What larks. Actually, I quite like tweeking Terms of Reference. Did I really just write that sentence? Oh man. I'm becoming a proper governance geek. 

On Tuesday morning I put Dr. Riding's 'open doors' to Staff and Governors policy to the test by bothering him about something or other. Then we had a 'meet the head' full Governors' session in the evening, where Dr. Riding set out his 'route map' for school improvement. We carefully scrutinised his plans, with governors newbie and veteran asking lots of pertinent questions and the head giving some well thought out answers to our queries. That's what we do, us Governor types.

Parents and carers had their own opportunity to meet Dr. Riding on Wednesday afternoon. I'm a parent as well as Chair of Govs so I thought I'd pop along too. There was a good turn out, with the hall's tiered seating virtually full. The head outlined his vision for the school and he and other senior leaders were available to speak to parents after the presentation. There seemed to be a very positive buzz about the event.

That brings us to Friday when I had my weekly meeting with the head. Most of the time was spent sharpening up our targets for school improvement. Hang on a minute. I'm having a Bernard from Yes, Prime Minister moment. Technically speaking it's not targets that need to be sharp, but the darts that are thrown at targets. But you probably know what I mean.

Last week I attended a Head Teacher Performance Management course, which was useful. Amongst other things I learned a new mnemonic that came in handy when it came to setting goals:  CSMART Objectives.

C CHALLENGING
S SPECIFIC
M MEASURABLE
A ATTAINABLE.
R RELEVANT
T TIME BOUND

Clever, eh? That's what this school needs: some nice, shiny CSMARTies. We're working on it.

So much for my first week in the Chair.

Guy Davies
(Chair of Governors) 

Goodbye...Hello

First up, hearty congratulations on behalf of the Governors to our students on their BTEC, GCSE and A-Level results. It's good to see grades improving year-on-year. We'll be doing all we can to ensure that next year's results will be even more successful. We wish school leavers well as they head for University, College or the world of work. Thanks to our staff who have worked so hard to help many of our students realise their dreams.

We also want to welcome the new Year 7 intake to Matravers and other students who are new to the school. Our aim as Governors is to make sure that all students fulfil their educational potential. We expect our pupils to make rapid and sustained progress from the moment they start at the school until the day they leave. That won't happen without the students' hard work, support from parents and carers, good teaching and effective leadership. Together we can make sure that children get the best out of their time at Matravers.  

The task of the Governing Body is to provide the school with strategic leadership and accountability. We look forward to working with new Head, Dr. Simon Riding in the quest for continuous school improvement. Next Tuesday evening the Governors will be holding a special 'Meet the new Head' session of the Governing Body where we'll be scrutinising Dr. Riding's plans for the school. 

Parents and Carers will have an opportunity to meet the new Head on Wednesday 11th September, 5pm to 6pm. See the school website for more info. 

Here's wishing all our students every success at the beginning of a new school year.

Guy Davies

(Chair of Governors)  

Matravers students celebrate GCSE success

GCSE results press release: 

Students at Matravers School are celebrating their GCSE results with 51% of entries achieving five good passes at GCSE including English and Maths. This year our Maths passes A*-C are at record levels and well over the national average. Other high performing subjects were Science, where there were 100% A*-C pass rates for Biology, Physics and Chemistry and Art and Design and Photography with A*-C pass rates over 90%. Core Science, Textiles and English Literature A*-C pass rates were 80% or better and results in Drama, Geography and PE improved significantly.

There were many star performances among the year 11 students with the number of students getting top grades up sharply. Jess Holland who gained 10 A*s and an A grade, Shane Roy who gained 5 A*s and 3 A grades and Alistair Blance who achieved 4A*s and 6As. Gemma Sawyer, Chloe Merrit, Charlie Pickford and Chloe Bleakly all gained 3A*s and a host of A grades. Many other students achieved high grades including Nikita Turner with 1 A* and 8 A grades and Zoe Booth who also got 8 As. 

Congratulations to the year 11 students and staff of Matravers on another successful year; the school has improved rapidly under the headship of Mrs Beverley Martin and will continue to build on these achievements in the coming academic year. There are still a limited number of places available for sixth form next year. Enrolment will take place on 28th and 29th August; please contact the school if you would like to join Matravers Sixth Form. 

On behalf of the Governing Body, well done! 

Matravers students celebrate A level success

The school has just published this press release: 

Students, staff and governors at Matravers School are celebrating another successful year of A level and BTEC examination results today. The school pass rate is up and the proportion of students receiving the top grades has improved again. The average points score per student, which measures how well students achieve including all their grades, has also gone up, with several students topping the 1000 mark. Many of the students are now looking forward to starting courses at some of the UK's most prestigious universities.

Star A level students this year were Sam McNeil who gained A* AA, Ellen Baker who gained an A*in her extended project and two further A grades and Katie New who achieved AAB.  Meg Whittock was awarded a triple BTEC starred distinction and Melissa Butt achieved a double BTEC starred distinction with a further distinction.  

Subjects that performed particularly well were the Sciences and Art where the vast majority of students gained A*-B grades and in Business, Dance, French, Psychology, where over half the class gained A*-B grades. The results for the Extended Project were particularly pleasing where all students gained A*-B grades under the guidance of Assistant Head Paul Clark. 

Congratulations to the sixth form students and staff of Matravers on another successful year; the school has improved rapidly under the headship of Mrs Beverley Martin and will continue to build on these achievements in the coming academic year. There are still a limited number of places available for sixth form next year. Enrolment will take place on 28th and 29th August; please contact the school if you would like to join Matravers Sixth Form.

On behalf of the Governing Body, well done! 

Whatcha Gonna Do About It?

I was a teenage Mod. Fred Perry three button polo shirt. Check. Sta-pressed trousers. Check. Stripy boating blazer. Check. Bowling shoes a-la Paul Weller circa 1982, worn with white socks. Check. Why am I telling you this? Well, it helps to explain the title of this blog post. The slangy spelling isn’t due to my inability to write properly, although some might disagree on that score. It’s the title of a track by sixties Mod heroes, The Small Faces. Their first single, in fact. I’m referencing the song because on reading the school’s latest Ofsted Inspection report, you may be asking the exact same question: ‘Hey govs; ‘Requires Improvement’, whatcha gonna do about it?’

That’s especially the case as governors were singled out for criticism. Apparently “it is only recently that governors have gained a clearer understanding of their roles and responsibilities”. I suppose we could whinge about that, question the validity of the judgement and carry on as before. But that has not been our response. Navel gazing introspection wouldn’t exactly help the cause, but the judgement calls for a bit of reflective self-criticism on our part. We can’t be taken seriously in our role as a ‘critical friend’ of senior leaders if we refuse to subject our own practice to rigorous examination.

So, what are we going to do about it? I revert to proper English lest I bump into head of subject, Mr. McMahon and he punishes my sloppy writing by making me do a hundred lines. Had enough of that when I was in school as a pupil, thanks. Anyway, the important thing is that governors recognise the need to sharpen up our act.

To that end we recently met with Keith Clover for a Governors’ Training Session. Keith is a National Leader of Governance and has helped many a governing body to improve its performance. Our main task was to work our way though the Twenty Questions for Governing Bodies devised by the All-Party Parliamentary Group on Education Governance & Leadership.

We looked at matters such as the composition and structure of the governing body, performance reviews and the importance of having a clear strategic goal for the school. Keith has now devised an improvement plan for governors on the basis of our answers to the questionnaire.

It was a useful exercise that I trust will help us on the journey towards becoming a more effective governing body. Some of newly appointed Parent Governors were able to attend and new head Dr. Simon Riding also dropped in, which was nice.

We’re getting there and after a recent monitoring visit, Her Majesty’s Inspector, James Sage reported that, “The governing body is already much better placed to ask challenging questions to hold the school’s senior leaders to account.”

Yes, we are doing something about it. But we still have work to do in the quest to become a governing body that ensures every student at Matravers fulfils their educational potential. We can rest content with nothing less.

We're grateful to Mrs. Martin for all that has been accomplished under her leadership over the last year and we look forward to working with new Head, Dr. Riding from September. We have recently welcomed six new members to the governing body, all brimming with enthusiasm and determined to make a difference. Exciting times.

Oh, and at the last meeting of the Full Governing Body, I was appointed Chair of Governors.This blog is one of the ways in which we hope to communicate our vision for the school to students, parents, staff and the wider community.   

Guy Davies